The Stains Group research efforts focus on closing the gap between research and practice in
chemical education. We are specifically interested in
developing new methods to characterize instructional practices in STEM college classrooms,
exploring how instructors, faculty and teaching assistants, think about their teaching,
- identifying individual, departmental, and institutional factors that influence instructors' instructional decisions, and
- characterizing the impact of different types of pedagogical professional development programs.
Check out our efforts toward these goals on our Research page!
The Stains Group is affiliated with the following UNL groups and organizations:
Recent publications from the Stains Group include:
- Lund, T.J. and Stains, M. (2015) The Importance of Context: An Exploration of Factors Influencing the Adoption of Student-Centered Teaching among Chemistry, Biology, and Physics Faculty, International Journal of STEM Education, 2:13
- Velasco, J.B. and Stains, M. (2015) Exploring the Relationships between Perceptions of Tutoring and Tutoring Behaviours: A focus on Graduate Students serving as Peer Tutors to College-Level Chemistry Students, Chemical Education Research and Practice, 16, 856-868
- Stains, M., Pilarz, M., and Chakraverty, D. (2015) Short and Long-Term Impacts of the Cottrell Scholars Collaborative New Faculty Workshop. Journal of Chemical Education, 92(9), 1466-1476
- Lund, T.J., Pilarz, M., Velasco, J.B., Chakraverty, D., Rosploch, K., Undersander, M., and Stains, M. (2015) The Best of Both Worlds: Building on the COPUS and RTOP Observation Protocols to Easily and Reliably Measure Various Levels of Reformed Instructional Practices, CBE Life Sciences Education, 14(2), ar18
Check out all publications from the Stains Group on our Publication page!
The Stains Group is composed of undergraduate research assistants, graduate students, and postdoctoral research associates.
Check out all members of the Stains Group on our People page!